Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Date Completed (must be
in final form by 3/31/14)*
8/28/2014
Date Submitted
to Dean
Elementary Teacher Education
*Please note that you should work with your colleagues and dean to ensure that this report is
completed, revised as needed, in its final form and submitted no later than the end of March.
Dean Stephanie Low
List of Contributors, including Title/Position
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
2|Page
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
Term
No. of
Active
Sections
Full-time
Faculty
Adjunct
Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
3|Page
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
[Begin response here]
4|Page
D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
5)
5|Page
II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course
Number
Course Name
Does the course have any DE
(online or hybrid) sections?
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT
2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
The program is an interdisciplinary degree intended for students who plan to complete a
bachelor’s degree at a transfer institution in preparation for a California Multiple Subject
Teaching Credential. The degree was approved in March 2013 and offered for the first time in
Fall 2014. Enrollment data is not available.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that
you notice. What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
Success data is not available.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
The program is an interdisciplinary degree intended for students who plan to complete a bachelor’s
degree at a transfer institution in preparation for a California Multiple Subject Teaching Credential.
6|Page
The degree was approved in March 2013 and offered for the first time in Fall 2014. Enrollment data is
not available.
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
The degree requires 49 units of courses in multiple disciplines. During the Elumen
implementation in 2014-2015, the required courses will be “grouped” so that course level
assessment data can be aggregated for this degree. It’s expected that the data may be available
by the end of Spring 2015. It’s possible that the data may be analyzed by faculty from these
disciplines using course level assessment reports from 2013-14 and 2014-15.
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
This discussion can’t take place until the Elumen project to group the courses is completed.
7|Page
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Courses scheduled for
review during AY 201415
8|Page
Faculty member(s)
responsible for
coordinating
Faculty member(s)
responsible for
coordinating
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Date of approval (or
anticipated approval)
by Curriculum
Committee
Target semester and
year—Fa 2014 or Sp 2015
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
What changes have occurred
in the program/discipline as
a result of dialogue?
List Program level outcome(s)
scheduled for assessment in
AY 14-15
Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Was the Program
Outcome Assessment
Summary completed?
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
Program level outcomes will be assessed when course groups assessments have been analyzed
in Elumen. It’s anticipated that the first program level assessment may be completed in 20152016.
9|Page
CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
Not applicable
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
In what term was
SLO assessment as previously the course
specified
assessed?
2013-2014
ENG-1A
2013-2014
ENG-2
2013-2014
ENG-1B
2013-2014
COM-1
2013-2014
POL-1
2013-2014
HIS-17A
2013-2014
HIS-5A
2013-2014
FCS-14
2013-2014
CHM-22
2013-2014
PHY-10
2013-2014
BIO-10
2013-2014
GEL-1
List courses scheduled for
SLO assessment in
AY 2014-15
EDU-1
ENG-1A
ENG-2
ENG-1B
COM-1
POL-1
HIS-17A
HIS-5A
FCS-14
CHM-22
PHY-10
BIO-10
GEL-1
GEG-10
MAT-12
10 | P a g e
Faculty member(s)
responsible for
coordinating
Daniel Perez
various
various
various
various
various
various
various
various
various
various
various
various
If class is offered
various
Was the Course
Assessment Summary
Report completed?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Target semester
and year—Fa 2014
or Sp 2015
Fall 2014
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
Spring 2015
Spring 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Course level assessments have been completed for all courses that have been offered. EDU-1
was offered for the first time in 5 years in Fall 2014. We think the GEG-10 class may be offered
in Spring 2015 with a new part-time faculty member. Course level outcomes have been
assessed in multiple disciplines and can be analyzed when course groups have been created in
Elumen. It’s anticipated that the first broad-based discussion may be completed in 2015-2016.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
There has been a coordinated effort to bring faculty from multiple disciplines together to plan
for program review in 2013-2014. In summer 2014, administrators, faculty and counselors
met to discuss this degree along with several other interdisciplinary degrees. The decision was
made to utilize Elumen to map course level assessments to program level outcomes in this
discussion. The implementation of Elumen is under way in Fall 2014 and it is hoped that the
groups of courses will be created by the end of Spring 2015. It’s possible that data analysis
may begin with data from 2013-2014 and 2014-2015 in Fall 2015.
11 | P a g e
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1.
2.
3.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in student learning or program
success?
[Begin response here]
Not applicable.
12 | P a g e
III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
•
•
•
•
•
•
•
•
•
•
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1.
Elumen
implementat
ion
2.
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
2A, 2B
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
Resources
Needed
Person
Responsible
All required
courses,
PLOs of
degree
Course
group
created for
AA-T in ETE
Faculty
volunteers
Dean
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
13 | P a g e
Estimated
Date of
Completion
(can be more
than one
year in
length)
June 2014
Comments
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than
$5,000),
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
During the Elumen implementation in 2014-2015, the required courses will be “grouped” so that
course level assessment data can be aggregated for this degree.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
Outcomes for courses in this degree are mapped to core competency outcomes and are
assessed at the core competency level as well as at the course level. Course level outcomes need to
be mapped to program level outcomes, which will be accomplished during this activity.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
d) What measureable outcomes are expected from this activity? List indicators of
success.
It’s expected that the data for program level outcome assessment may be available by the end of
Spring 2015. It’s possible that the data may be analyzed by faculty from these disciplines using
course level assessment reports from 2013-14 and 2014-15.
e) What are the barriers to achieving success in this activity?
Faculty need to be trained and have time to get assessment data into Elumen.
14 | P a g e
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify
them and project their cost, and that these resources and costs be considered through the College’s
integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure
to note that the resource is NOT tied to a specific activity.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
Activity
Personnel
Supplies/
Technology Contract Training Travel
Library
Science
No.
Classified
Equipment
Hardware/
Services
Materials
Labs
Staff/
(S/E)**
Software
Faculty
(H/S)***
(C/F/M)*
1.
Elumen
2.
3.
4.
5.
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
15 | P a g e
Projected
Costs
$0
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
16 | P a g e
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
17 | P a g e
103
ELEMENTARY TEACHER EDUCATION—ASSOCIATE IN ARTS IN ELEMENTARY TEACHER EDUCATION FOR TRANSFER (AA-T)
PROGRAM DESCRIPTION
The A.A. Degree in Elementary Teacher Education is intended for students who plan to complete a bachelor’s degree at a transfer institution in preparation for a California Multiple
Subject Teaching Credential. Most students pursue this credential with the goal of becoming an elementary school or special education teacher.
FOR MORE INFORMATION, CONTACT:
Counseling Discipline at (831) 755-6820, Building B
PROGRAM OUTCOMES
Upon successful completion of the Elementary Teacher Education program, the student should be able to:
•
•
•
clarify and articulate career goals of becoming a teacher
demonstrate a basic grasp of the disciplines most commonly taught in elementary schools in California, including physical science, biology, art, and literature in a cultural or
geographic context, world geography, United States history, and United States government; and
transfer into the traditional Liberal Studies major
California Community Colleges are now offering associate degrees for transfer to the CSU. These may include Associate in Arts (AA-T) or
Associate in Science (AS-T) degrees. These degrees are designed to provide a clear pathway to a CSU major and baccalaureate degree.
California Community College students who are awarded an AA-T or AS-T degree are guaranteed admission with junior standing
somewhere in the CSU system and given priority admission consideration to their local CSU campus or to a program that is deemed similar
to their community college major. This priority does not guarantee admission to specific majors or campuses.
Students who have been awarded an AA-T or AS-T are able to complete their remaining requirements for the 120-unit baccalaureate degree within 60 semester or 90 quarter units.
In order to earn this degree, students must complete:
60 CSU-transferable semester units.
Minimum grade point average (GPA) of at least 2.0 in all CSU-transferable coursework. While a minimum of 2.0 is required for admission, some majors may require a
higher GPA. Please consult with a counselor for more information.
Completion of a minimum of 18 semester units in an “AA-T” or “AS-T” major as detailed in the degree section of the catalog. All courses in the major must be completed
with a grade of “C” or better or a “P” if the course is taken on a “pass-no pass” basis (title 5 § 55063).
Certified completion of the California State University General Education-Breadth pattern (CSU GE Breadth) (see page 92 of the Hartnell College Catalog for more
information); OR the Intersegmental General Education Transfer Curriculum (IGETC) pattern (see page 110 of the Hartnell College Catalog for more information).
No additional local Associate degree requirements are applied.
•
•
•
•
•

REQUIRED MAJOR COURSES
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course
Required Major Course

RESTRICTED MAJOR ELECTIVES (Select a minimum of 3.0 units from the
following:)
Restricted Major Elective
Restricted Major Elective
Restricted Major Elective

Course No.
EDU-1
ENG-1A
ENG-2
ENG-1B
COM-1
MAT-12
POL-1
HIS-17A
HIS-5A
FCS-14
GEG-10
CHM-22
PHY-10
BIO-10
GEL-1
Course Title
Multicultural Perspective of Education
College Composition and Reading
Critical Thinking and Writing
College Literature and Composition
Introduction to Public Speaking
Number Systems
American Political Institutions
United States History A
World History A
Child Development
Geography and World Affairs: A Regional Approach
The Science of Chemistry
Introduction to Physics
General Biology
Physical Geology
SUBTOTAL UNITS (49.0)
Units
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
4.0
4.0
4.0
4.0
Course No.
Course Title
Units
ART-10
MUS-1A or
MUS 1B
THA-1
Art Appreciation
Music Appreciation- Historical Perspective or
Music Appreciation- Genre Perspective
Introduction to Theatre
SUBTOTAL UNITS (3.0)
REQUIRED GENERAL EDUCATION COURSES (Students can double count
General Education courses with major courses.)
Choose either A. CSU-GE or B. IGETC for the General Education pattern related to your educational goal:
A. Minimum units to meet CSU-GE breadth certification requirements (39 units); OR
B. Minimum units to meet IGETC (34-37.00 units) certification requirements
Elementary Teacher Education Required Major and Restricted Electives
Electives(Courses numbered 1-99) required when degree units plus GE units total fewer than 60.0
TOTAL
3.0
3.0
3.0
Units
39.0
34.00-37.00
52.0
60.0
Students can double-count required degree courses and courses for General Education
TRANSFER STUDENTS: Students planning to transfer to a university should follow the requirements of the four-year university. Information on course equivalencies and major
preparation requirements for the University of California (UC) and California State University (CSU) systems are available online at www.assist.org. Please consult with a Hartnell
College counselor to review transfer requirements.
Hartnell College Catalog/2014-2015